Praise and Feedback in the Primary Classroom: Teachers' and Students' Perspectives

Autor/inn/en	Burnett, Paul C.; Mandel, Valerie
Titel	Praise and Feedback in the Primary Classroom: Teachers' and Students' Perspectives
Quelle	In: Australian Journal of Educational & Developmental Psychology, 10 (2010), S.145-154 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-5442
Schlagwörter	Feedback (Response); Student Attitudes; Observation; Interviews; Positive Reinforcement; Elementary School Students; Elementary School Teachers; Teacher Attitudes; Qualitative Research; Case Studies; Foreign Countries; Teacher Student Relationship; Self Concept; Academic Achievement; Student Motivation; Australia + Suchen Sie Ihr Suchwort? Schülerverhalten; Beobachtung; Interviewing; Interviewtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Qualitative Forschung; Case study; Fallstudie; Case Study; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstkonzept; Schulleistung; Schulische Motivation; Australien
Abstract	This small scale qualitative study investigated teachers' and students' perceptions of praise and feedback in the classroom using structured interviews and classroom observation. A case study approach was used whereby students and teachers from one school participated. Some 56 students and five teachers were interviewed individually or in small groups. The findings suggested that several factors need to be considered when using praise and feedback in the primary classroom. Careful deliberation should be given to the type of praise and feedback used by teachers in their classrooms and when and how it should be used. Younger students prefer "ability" feedback, and as they grow older their preference for "effort" feedback increases. Most importantly, general, non-targeted praise was most commonly used in the classroom, but this type of praise is not effective because it is not linked to a specific behaviour or targeted to the successful completion of a task. The results of this study suggest that teachers should use less general, non-targeted praise, more effort and ability feedback, and give more ability than effort feedback to younger students (grades 1-4) and more effort than ability feedback to older students (grades 5-7). (Contains 1 table.) (As Provided).
Anmerkungen	University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10